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zykeria112
LessonPlanTraining-KristyBrown2.pptxLesson Plan
Learning Objectives
Students will be able to….
Specific and measurable
Related to an assessment
Students will be able to categorize types of animals into the correct classes with a graphic organizer after reading an article on animal traits.
Students will be able to correctly solve at least 8 out of 10 geometry problems using the theorem.
Using the Golden Gate Bridge as a model, students will be able to design their own popsicle-stick bridges that can support at least five pounds of weight.
After a lesson on civil disobedience, students will be able to defend the actions of a civil rights leader in a formal class debate.
Vocabulary
Includes words and phrases that are used within disciplines including:
(1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table);
(2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and
(3) subject-specific words defined for use in the discipline.
Supports
Strategies that are used to build students’ academic language within a learning task.
Strategies involve both modeling the appropriate language for the students to use in a learning task a well as opportunities for guided practice.
Structured Think pair share
Context Clues
Word walls
Modeling
Graphic organizers
Content Knowledge/Prior Knowledge
Background knowledge is essential to comprehension, to making connections, and to understanding the big ideas. Background knowledge is the foundation of all academic study. Not taking the time to assess, activate, and build prior knowledge is like throwing the ball to an inexperienced basketball player and demanding that he play like a pro in the big game.
The information and educational context a learner already has before they learn new information. A learner's understanding of educational material can be improved by taking advantage of their prior knowledge before dealing with the new material.
All learning takes time, and it is incremental. No matter how quickly the textbook skips from topic to topic, it is our responsibility to help students fill in the blanks so meaning is complete and rewarding.
Cross-Disciplinary Skills
Cross-disciplinary is a general term used to refer to any activity that involves two or more academic disciplines.
Art/Creating
Coding
STEAM
Reading and Writing
Science
Conducting Research
Technology
Children’s Books
Media
PE
21st Century Skills
Creativity and Innovation
THINK CREATIVELY
• Use a wide range of idea-creation techniques (such as brainstorming)
• Create new and worthwhile ideas (both incremental and radical concepts)
• Elaborate, refine, analyze, and evaluate their own ideas in order to improve and maximize creative efforts
WORK CREATIVELY WITH OTHERS
• Develop, implement, and communicate new ideas to others effectively
• Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
• Demonstrate originality and inventiveness in work and understand the real-world limits to adopting new ideas
• View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small
successes and frequent mistakes
IMPLEMENT INNOVATIONS
• Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
Critical Thinking and Problem Solving
• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
• Use systems thinking
• Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
• Make judgments and decisions
• Effectively analyze and evaluate evidence, arguments, claims, and beliefs
• Analyze and evaluate major alternative points of view
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
SOLVE PROBLEMS
• Solve different kinds of non-familiar problems in both conventional and innovative ways
• Identify and ask significant questions that clarify various points of view and lead to better solutions
Communication and Collaboration
COMMUNICATE CLEARLY
• Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of
forms and contexts
• Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions
• Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade)
• Utilize multiple media and technologies, and know how to judge their effectiveness a priority as well as assess their impact
• Communicate effectively in diverse environments (including multi-lingual)
• Collaborate with others
• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Assets: Personal, Cultural, Community
“They are existing or emerging interests and preferences,
motivational inclinations, passions and commitments,
attitudes, beliefs, opinions, self-perceptions, personal or
collective identities, and prior experiences, knowledge,
understanding, skills and competencies. When asset
focused factors are present in the classroom, they are likely
to lead to gap closing outcomes.”
(Boykin and Noguera, 2011)
Culturally responsive teaching
Culturally responsive teachers . . .
Empower students socially and academically by setting high expectations and demonstrating commitment to students’ success.
Engage cultural knowledge, experiences, contributions, and perspectives.
Use students’ cultural capital and funds of knowledge to build on strengths to develop/enhance curricula and provide instruction.
Culturally relevant education: CURRICULUM
Content, materials, and lesson plans reflect the diversity of students, families, and global community.
The hidden curriculum is exposed so that students are equipped to navigate various systems.
Students are empowered and taught to think critically about what is taught and why.
Curriculum
Work with a partner/small group (preferably someone you don’t usually work with) to place your strategy in one of these areas. Can you identify an additional strategy area that you don’t see listed? Place a star by it to share with the group.
See Anyon (1980) for a deeper discussion of the hidden curriculum and the implications for student outcomes.
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Reshaping the Curriculum
The curriculum should be integrated, interdisciplinary, and meaningful.
The curriculum should include topics related to the students’ background and culture.
The curriculum should challenge the students to develop higher-order thinking skills.
(Villegas, 1991)
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Reshaping the Curriculum
Teacher Practices
Use resources other than textbooks for learning
Allow students to interview people and research topics in their community
Develop activities that foster the students’ cultural differences
Allow students the choice working alone or in groups
Develop integrated units around universal themes
(Padron, Waxman, & Rivera, 2002)
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Culturally relevant education: INSTRUCTION
Learning opportunities are designed to tap students’ funds of knowledge and are student-centered and focused on long-term gain.
Teachers vary instructional moves to meet the needs of learners in the class.
Assessments serve to inform instruction and adjustments to instruction.
Lessons incorporate students to substantiate an informed stance and connection to their lived experiences.
Instruction
Work with a partner/small group (preferably someone you don’t usually work with) to place your strategy in one of these areas. Can you identify an additional strategy area that you don’t see listed? Place a star by it to share with the group.
For more on funds of knowledge, see Gonzalez, Moll, & Amanti (2005), who conceptualize funds of knowledge: People are competent, they have knowledge, and their life experiences have given them that knowledge (p. ix-x).
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What Do Teachers Need to Know?
Their students (who they are, where they come from, their hopes, their interests, their assets, their talents)
Their students’ communities- become engaged in the community
Learn to say students’ names correctly
Have books and other materials around the classroom that reflects students’ backgrounds
Reflection- How do you get to know your students and their communities?
I “HEART” YOU
Race
Ethnicity
Culture
Language
Gender
Experiences with?
Interview with student
What is one surprising thing you learned about this student?
What is the student’s strongest identify?
What kinds of authentic experiences does this student engage in?
(Cone and Myers, 2019)
Who are you?
Complete the cultural identity wheel diagram to reflect aspects of your cultural identity make-up.
Use words and illustrations as appropriate to make it uniquely you.
Be prepared to share your diagram with others.
Some examples
What are the commonalities?
What are the differences?
Research and Theory
| Research/Theory | Definition | Application |
| Differentiation | ||
| Constructivism | ||
| Scaffolding |
This is NOT Feedback
Great Job!
Fantastic
A
F
✔️
X
- 7
√ √+ √-
right/wrong grades
TASK Level Feedback
Hattie, 2012
PROCESS Level Feedback
Hattie, 2012
SELF REGULATION Level Feedback
Hattie, 2012
SELF Level Feedback
Hattie, 2012
How to Give Feedback
Select: One or two things that the student did very well
Specific: Tell the strategy they used
Set Goals: Give a next step
Standard Based: The standards are always referenced
FeedFORWARD
Let the student know what he/she did right.
Let the student know what he/she did wrong.
Relate the feedback to the objectives.
Let the student know how he/she can get better.
Tell the student what support/tool to look at
Tell the student what you will do to help him/her get better, go deeper.
Feedback- 1st grade
You did a great job picking a topic and something you did over fall break. I like how you used pop-out words in your writing. It seems you may not have known where you could place exact actions in your story. I have highlighted the words in yellow that you need to replace. We will take a look at your exact action super hero graphic organizer and see what words you can add. We will discuss specific actions that you might have done, such as scream or yell on that spooky ride. This will help you get more details in your story! Always remember to use your super hero while you write your future stories. Keep on the good work!
Script
Answer the questions for each section
Detailed enough for a substitute to teach the lesson
| Name | Problem 1 | Problem 2 | Problem 3 | Problem 4a | Problem 4b | Problem 5a | Problem 5b | Problem 6a | Problem 6b |
| AA | 3 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 3 |
| CB | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 |
| BC | 3 | 1 | 2 | 3 | 1 | 1 | 1 | 1 | 1 |
| AD | 3 | 3 | 3 | 3 | 1 | 2 | 1 | 2 | 2 |
| FL | 3 | 3 | 3 | 3 | 1 | 2 | 2 | 2 | 2 |
| MG | 3 | 3 | 3 | 1 | 1 | 2 | 3 | 3 | 3 |
| FH* | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 |
| OH* | 3 | 3 | 1 | 1 | 3 | 2 | 2 | 3 | 3 |
| JH | 3 | 2 | 2 | 1 | 3 | 2 | 3 | 3 | 3 |
| KJ | 3 | 2 | 1 | 0 | 1 | 1 | 3 | 1 | 1 |
| KJ | 3 | 3 | 3 | 1 | 1 | 2 | 3 | 3 | 3 |
| TS* | 3 | 3 | 1 | 1 | 3 | 2 | 1 | 2 | 2 |
| WS | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 1 |
| NV | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 |
| MW | 2 | 3 | 3 | 1 | 1 | 2 | 3 | 2 | 2 |
| Totals | 44/45 | 38/45 | 34/45 | 28/45 | 30/45 | 28/45 | 36/45 | 34/45 | 34/45 |
